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An Institute of

Contact details
This Diploma in Departmental Management programme is managed by the
Graduate Programmes and Research Office, and all enquiries should be
addressed to the Office as follows:
Dr David Ng, Associate Dean for Leadership Programmes:
e-mail: fsdng@nie.edu.sg
Ms Mae Chan Mei Poh, Executive Officer for Leadership Programmes:
e-mail: mpchan@nie.edu.sg
Phone: 6790 3878
Fax: 6896 8949
Address: National Institute of Education, 1 Nanyang Walk, Singapore
637616
The Graduate Programmes and Research Office is located in Block 7 on the
3 rd level, near the lift lobby.

Towards leadership excellence
Education leaders, whether principals, heads of department or teachers
with curriculum leadership responsibility, mean so much to our Nation.
Their dedication and skill ensure success in the lives of our children. At
NIE, we want to play our part by helping such leaders to confront the
cutting edge of leadership knowledge in education, so that they can
heighten corporate capability in schools and take their operations into new
realms of excellence.
You are one of these leaders and we welcome you to our programme. By
being here, you are making two important investments: an investment in
the improvement of your school; and an investment in your own personal
career and development.
In your job as a head of department, you inevitably face considerable
demands at a time of vast change. Our programme will help you meet
those demands, and it will lead you through to a qualification that is widely
valued.
You will find your studies at NIE relevant, because the programme is for
Singaporean professionals. It is designed by NIE’s team of experts,
professionals who have had considerable experience of working with heads
of department and other school leaders. By consulting our partners at the
Ministry of Education and in schools, we believe we have homed in on the
issues that really matter. And because we also bring an international
perspective to our programme, we are confident your studies will be at the
forefront of knowledge in this fascinating field.
During your time with us, you will gain an understanding of management
topics such as assessment, supervision, curriculum design and quality. You
will encounter some of the key strategic issues facing schools today and
you will make your studies come alive by relating what you learn to the
workplace.
We are geared up to accelerate you to your qualification in just four-and-ahalf
months. That means you will have to work hard, but it will be fun as
well as challenging. You will find the atmosphere friendly and stimulating,
with opportunity to engage in discussion with your fellow students and with
staff from both inside and outside NIE. This will open you up to different
perspectives.
NIE: an Institute of Distinction
Credibility is vital. We are Singapore’s recognised premier centre for school
leadership training. We have an enviable reputation both in Singapore and
abroad for our research and teaching. Many of our staff enjoy international
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ecognition for their work. They understand the Singapore education
scene. And to enhance your experience, we call on distinguished professors
from overseas to evaluate our programmes and to advise us on how we
can keep this as one of the world's leading programmes of its type.
NIE, of course, is widely known for initial teacher education and in-service
education. Over the years, NIE has been deeply involved in the training
and development of school principals, heads of department, level and
subject heads, and a range of other professional educators. Indeed, NIE
plays a key role in partnership with the Ministry of Education in elevating
the quality of leadership in Singapore’s schools.
Introduction to the programme
This handbook has been prepared for you as a participant on the Diploma
in Departmental Management programme. It contains most of the
information you will need as you progress through your studies. For
example, it explains what NIE’s staff expect of you; and it gives an outline
of the material covered in the modules. It also explains, in general terms,
how your work will be assessed and what you have to do in order to reach
the required standard. It tells you how your work must be presented and
what is required in terms of attendance.
Most of the information you will need is presented in this handbook.
However, you should read it in conjunction with other documentation you
will be given, as that will provide details of the University’s regulatory
framework and many other items of valuable information.
You should find this handbook helpful, but if there is anything that you do
not understand, you should contact the Graduate Programmes & Research
Office. The contact details are at the front of the handbook. You will find
both academic and administrative staff helpful and approachable, and it is
important to raise your concerns early with those staff who can help: this
will ensure that problems are sorted out before they become
unmanageable.
At the time of writing, this handbook is accurate. Changes may occur
during the academic year (such as changes in staff or subject content) and
we shall do everything possible to keep you informed of anything that
might affect you.
Nanyang Technological University
Nanyang Technological University is a dynamic and expanding institution
with an enviable record of academic achievement. Established in 1991, its
mission is to combine general academic excellence with international
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eminence in selected areas of activity. The University’s mission includes
the aim to prepare leaders, professionals and entrepreneurs for Singapore
and to advance research and development in both academic and
professional disciplines.
The National Institute of Education, which is constituted as part of the
University, shares fully in that mission, but has a primary concern to train
teachers and school leaders to meet the needs of Singapore. It aims to
equip education professionals with the knowledge and tools to operate
effectively in an increasingly demanding educational environment.
The University’s teaching style at post-experience level is friendly and
informal, yet highly challenging. It emphasises the active and creative
participation of students, some of whom have considerable service
experience, in the learning process. This means that you can derive much
enjoyment from your studies as well as the sense of fulfilment that comes
with success.
Nanyang Technological University, with its expanding reputation at home
and abroad, maintains a strong international focus and has an active policy
of developing links and partnerships with prestigious institutions overseas.
While the focus of our programme is essentially local, your learning is set
in an international context, since that will help to ensure that
developments in Singapore are at the cutting edge of knowledge in the
field.
NIE has extensive involvement in research and many of the academic staff
with whom you will come into contact are engaged in local and
international research projects with practical significance to the work of
teachers and managers in educational institutions.
The Graduate Programmes & Research Office
Both you and the programme you are undertaking will be looked after by
the Graduate Programmes & Research Office. Dr Lee Sing Kong is the
Dean, and, with his team of professional and support staff, he is fully
committed to ensuring that your experience at NIE is a profitable one.
Dr David Ng is the Associate Dean with specific responsibility for all
leadership programmes, and he too will be constantly monitoring your
programme to ensure it is meeting your professional needs.
Our office expresses its role in the form of a commitment: “We in the
Graduate Programmes & Research Office make a commitment to promote
the development of professional educators in learning, teaching, leading,
research and innovation.” We intend to stand true to that commitment.
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The programme’s staff
Those academic staff who will be involved with your programme include
the following:
Dr David Ng is the Associate Dean for Leadership Programmes in the Graduate
Programmes & Research Office. He is Assistant Professor in Policy and
Leadership Studies. His areas of specialization include training of principals,
school leadership, curriculum management and leadership, and learning
technology such as computer simulation programming, intelligent tutoring
system design and programming. His research interests are on the design of
intelligent simulation systems and their impact on knowledge and skill
acquisition among school leaders from a situated cognition approach.
Dr Lee Ong Kim is Associate Professor and Head of Policy and Leadership Studies
Academic Group. His specialisation is in the area of Measurement, Evaluation,
and Statistical Analysis (MESA) and Educational Research Methodology. His
areas of interest include Test Equating through the use of Rasch Analysis, for
the measurement of growth in student ability. He has conducted training
programmes for Education Officers from the Maldives, Pakistan, and Malaysia.
He has also provided consultancy services to several divisions of the Malaysian
Ministry of Education and other non-governmental organisations in Malaysia as
well as to the Ministry of Education of the United Arab Emirates. He currently
teaches in courses on assessment, measurement, evaluation and research
methodology.
Dr Anthony Seow is an Associate Professor in English Language & Literature, and
Assistant Head in ELL/AG. His specialism is English verb complementation, and
his research interests include computer-assisted assessment (CAA), language
acquisition, language testing, teacher education, and language &
communication. He teaches the Postgraduate Diploma in Education (Secondary)
and M.A. Applied Linguistics courses, as well as supervises M.A./M.Ed
postgraduate students.
Dr Berinderjeet Kaur is an Associate Professor in the Mathematics and
Mathematics Education Academic Group. She specializes in the teaching and
learning of mathematics with a particular interest in mathematical problem
solving and comparative studies such as TIMSS (Third International
Mathematics and Science Study). She teaches pedagogy courses in both preservice
and in-service programmes at the Institute. Her publications appear in
both local and international journals.
Dr Boo Hong Kwen is Associate Professor in the Natural Sciences and Science
Education Academic Group. She has extensive experience of science education
gained as a classroom practitioner, science specialist inspector at MOE (HQ) and
teacher-educator. She conducts pre-service as well as in-service courses for
both primary and secondary science teachers as well as heads of science
departments. She also conducts workshops for parents of pre-school children
on how they can help their children enjoy and learn science. She provides
consultancy services on science examinations and assessment for primary as
well as secondary schools. Her research interests include the use of effective
teaching and learning methods to promote student conceptual understanding,
life-long learning, creativity, thinking and problem solving skills. She is also
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involved in research on the use of effective assessment methods, including
alternative forms of assessment such as the use of two-tier questions, interdisciplinary
project work (IPW), performance assessment and portfolios. She
coordinates DDM 011b Secondary Science as well as the MEd (Sc Ed) course for
her Academic Group.
Dr Chia Tet Fatt is an Associate Professorat the Natural Sciences Academic Group.
His scientific training is in Molecular Biology and specialises in recombinant
genetics, the essence of the life Sciences that Singapore is pursuing. He has
done many scientific inventions like the world's first glowing orchid and recently
he has genetically engineered the resveratrol lettuce, a new GMO that has
cancer and cardiovascular preventive properties. On the educational front, he
has patented the Ability Driven Education (ADE) system that allows students in
masses to be not only creative, but also allows experiential learning and
enterprising products creation. The Orchid Hybridisation Programme (OHP) is
one such programme. He frequently gives lectures and seminars both in
Singapore and many other countries. His ADE programmes for schools in
content learning, enhancing confidence and self-directed learning is much
sought after by schools throughout Singapore.
Mrs Chong-Tan Geok Leng is a part-time lecturer with the Policy and Leadership
Studies Academic Group. Trained in business administration and as a former
Curriculum Specialist and Assistant Director with the Curriculum Planning and
Development Division of the Ministry of Education, she has a keen interest in
ensuring that resources are utilized effectively and efficiently to facilitate the
teaching and learning of students in schools. She obtained her Masters-in-
Education from NUS in 1992.
Dr David Hung is an Associate Professor at the National Institute of Education,
Nanyang Technological University. Dr. Hung has been involved in research into
the learning sciences and is one of the contributing editors of Educational
Technology (Educational Technology Publications, USA). He is also the sub-dean
of e-learning in NIE.
Dr Diana Ang joined NIE as an Assistant Professor in July 2001. She was seconded
by the Ministry of Education, from the school, in January 1999 to join the
Biology Division then. She has been in the education service since 1975.
In her years of service, Diana has many different appointments. In the
secondary school, she has been a Senior Science Teacher, a Pastoral care and
Career Guidance (PCCG) Co-ordinator, and Head of the Science Department.
Some of the subjects she taught were Biology, Chemistry, Science, Moral
Education, Music and English. She also spent 6 years, lecturing and tutoring
Biology in the Junior College. She has also been evaluating Biology textbooks
for the Ministry of Education and is also a consultant to a textbook publisher.
During her teaching career, she was awarded the Fulbright Scholarship and
Government of Singapore Scholarship for post-graduate studies. Diana's
passion is in Biology itself and she aspires to inspire others in the teaching of
Biology. She is interested in infusing thinking skills in the study of Science and
Biology, as well as how IT can be used more effectively in the teaching and
learning of Biology.
Dr Foong Pui Yee is Associate Professor in NIE. Her specialisation is in primary
mathematics education. Her research interests include mathematical thinking
and problem solving; affective factors in mathematics learning and teachers’
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eliefs. She has been involved in the teaching of pre-service and in-service
programmes in the Mathematics and Mathematics Education Academic Group
for more than 15 years. Presently she coordinates the M Ed (maths ed)
coursework programme for the AG.
Dr Goh Yeng Seng is currently an Associate Professor and Assistant Head of the
Asian Languages and Cultures Academic Group (Chinese). He obtained his B.A.
in Chinese Language and Literature from the National Taiwan University in 1985
and a Ph.D. in Linguistics from the School of Oriental and African Studies
(SOAS), University of London in 1996. His teaching and research interests have
been concerned primarily with phonological theory, Chinese linguistics, Chinese
language pedagogy, sociolinguistics, bilingualism, and more recently with the
Chinese overseas. He has been holding numerous professional appointments
from the external agencies including Fairbank Center Visiting Scholar, Harvard
University (Spring 2005), Academic Adviser, Bilingual Approach to the Teaching
of Chinese, Ministry of Education (2002-2004), Member, Sub-Committee on
Pedagogy and Teacher Training, Chinese Language Curriculum and Pedagogy
Review Committee, chaired by Mr Wee Heng Tin (2004), Member, Sub-
Committee on Assessment and Examinations, Chinese Review Committee,
chaired by then-DPM Mr Ong Teng Cheong (1991), Higher Degree External
Examiners of University of Malaya and Guangdong University of Foreign
Studies, and Reviewers of Yuyan Yanjiu, Hanyu Xuebao, and Journal of Oriental
Studies.
Harry Tan is an Assistant Professor at the Physical Education and Sports Science
Academic Group. He has taught for fifteen years in a primary school, seven
years in a secondary school and six years in two junior colleges. He has a
Master of Science in Sport Psychology with a minor focus on Teaching Analysis
from the University of Oregon. He joined NIE in 1995. His academic interest is
varied and includes motivation and performance enhancement, curriculum
design, and current trends and issues in Physical Education and Sport. He is
currently the Head of Olympic Education at the Singapore Olympic Academy
and he also coordinates the in-service programme in PESS.
Dr Hawkins, Russell (BA Flinders University, BA Honours [Psychology] Flinders
University, Dip Hypnotherapy Australian Society of Clinical and Experimental
Hypnosis, Grad Dip Computing. University of South Australia, MEd University of
South Australia, MPsych [Clinical] Flinders University, MBA Charles Sturt
University, Doctor of Counselling Bond University, PhD [Clinical] Flinders
University) is an Associate Professor in the Psychological Studies Academic
Group. He was previously the Director for the Master of Psychology (Clinical)
program at the University of South Australia where he also taught in the
Forensic program (he is an invited member of the Expert Advisory Committee
for the Early Intervention project, Crime Prevention Unit, South Australian
Attorney-General's Department). Primarily a Clinical Psychologist, he is also a
member of the Australian Psychological Society Colleges of Forensic Psychology,
Organisational Psychology and Health Psychology. He has worked in a hospital
chronic pain clinic for more than 20 years and also has long experience running
a private practice in psychology. His research interests include child abuse,
human sexuality, acute and chronic pain, hypnosis, clinical psychology and
counselling psychology, forensic psychology and aviation psychology. He is
currently the MA (Applied Psychology) programme coordinator.
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Dr Ho Boon Tiong is an Assistant Professor and Deputy Head (Curriculum Matters)
of the Natural Sciences and Science Education academic group of the National
Institute of Education, Nanyang Technological University. He has been involved
in education since 1986. For four consecutive years since 2000, he was
conferred a Fellow with the Teachers’ Network of the Ministry of Education.
His wide-ranging research interests include teacher education, science
education, curriculum development, teaching of thinking, school effectiveness
and improvement, management and Learning Organization. Dr Ho is also a fully
qualified and accredited administrator of the Myers-Briggs Type Indicator
(MBTI) and is much sought after by schools as a speaker and a workshop
facilitator for his creative mind, lively humour, and enthusiasm. To date, he has
conducted numerous workshops for schools and presented in many seminars
and local and international conferences.
Dr. Jeanne Wolf is an Assistant Professor in the Policy and Leadership Studies
Academic Group and a seconded Centre for Pedagogy and Practice staff
member. Her specialization is the evaluation of educational public policies and
programmes. She has over twenty-five years of experience in the fields of
programme evaluation and education. Most recently, in Washington DC, she
conducted and administered evaluations for a broad range of human service
programmes, spanning international exchange, education, childcare, youth
employment and training, social welfare, military families, and substance abuse
treatment. Her teaching experience includes teaching and lecturing at
universities, high schools, elementary schools and private industry in Japan,
Peru, Papua New Guinea, and the United States.
Dr Jonathan W.P. Goh is an Assistant Professor in the Policy and Leadership
Studies Academic Group. He obtained a first class honors degree in Commerce
from Murdoch University, and a PhD (with Distinction) in Marketing from The
University of Western Australia. Dr. Goh’s academic career included lecturing at
business-related diploma level, as well as in undergraduate and postgraduate
programs offered by various Australian and American universities. He has
presented and published research papers at international conferences in the
United States, Puerto Rico, Hong Kong and Australia. Over the past nine years,
he has also been actively engaged in consulting and writing research reports for
a wide range of organizations including Citibank Australia, Smiths' Crisps,
Sheraton Hotel, Duxton Hotel, Leeuwin Winery and Thomas Cook Travel. His
teaching and research interests include research methodology (qualitative and
quantitative), data analysis techniques including structural equation modeling,
student learning approaches, intercultural communication competence, and
cross-cultural aspects of service quality perceptions, customer satisfaction and
employee motivation.
Dr Joy Chew is Associate Professor in the Policy and Leadership Studies Academic
Group. She trained as a sociologist at the University of Singapore and obtained
her PhD in Sociology of Education from Monash University in 1988. Her
specialist areas of teaching and research are: education policy implementation,
curriculum design and leadership, sociology of schooling and values education.
She is actively involved in the design and delivery of executive leadership
courses offered by NIE including the Leaders in Education Programme, Diploma
in Departmental Management and Leader for Leaders Programme.
Dr Lim Lee Hean is attached to the Policy and Leadership Studies Academic
Group. She is currently involved in the development and delivery of courses for
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the professional development of in-service school educators. She has previous
training and experiences in the creation, implementation and reviewing of
curriculum materials. Her research interests include school management,
teacher mentoring, leadership mentoring in education and gender issues Her
writings focus mainly on aspects pertaining to the practice of educational
principles.
Dr Low Guat Tin is an Associate Professor in Policy and Leadership Studies
Academic Group. Her basic training is in school psychology and she moved on
to study educational management at the University of Michigan. She has
conducted workshops and seminars in various countries and her expertise is in
human resource management. She has written a number of books and articles
on various areas, including management and living creatively. Her research
areas include women in leadership, learning styles, mentoring and motivation.
Dr Maha Sripathy is an Asst. Prof at the National Institute of Education. She has
been involved with teacher education in Singapore and Australia and has varied
classroom and industry teaching experience. She provides consultancy service
to schools and organizations on education and literacy matters and conducts
regular workshops for schools on parent-teacher partnerships and professional
development for teachers. Her research interests focus on multiculturalism,
cross-cultural communication, children's literature, writing pedagogy and
language and literacy in social context. Her other interests include working with
children at risk and being actively involved in reading-writing circles.
Dr Moo Swee Ngoh is Associate Professor in Policy and Leadership Studies. She
specialises in Teacher Mentoring and Instructional Supervision. She has
conducted courses and workshops in the above areas for middle-management
personnel in schools: senior teachers, level and subject heads, and heads of
department. Her teaching areas include developmental supervision, teacher
mentoring, peer coaching, and effective teaching and classroom management.
Dr Moo’s current learning and developmental interests include learning
organisation and systems thinking.
Dr Ng Pak Tee is an Assistant Professor in the Policy and Leadership Studies
Academic Group, National Institute of Education. He teaches in the Leaders in
Education Programme (LEP) and Diploma in Departmental Management (DDM)
programmes for school leaders (principal-ship and HOD-ship), postgraduate
programmes for research candidates and in the foundation programmes for
trainee teachers. He read Mathematics at Cambridge University (BA(Hons),
MA). He subsequently read Management at Leicester University (MBA) and
Bradford University (PhD). He was also trained as a teacher at the National
Institute of Education (PGDE). Dr Ng has taught Mathematics at Hwa Chong JC
and served as an MOE officer in the Organisation Development Division under
the Policy Wing. His main areas of teaching, research, training and consultancy
are Change Management, Learning Organisation, Knowledge Management,
Innovation, Leadership and Coaching.
Peter Renwick is an Assistant Professor in Science and Technology Education,
specialising in Design and Technology. His main area of interest is the
development of creative thinking and creative problem solving in Design and
Technology. He has conducted papers and practical workshops, sharing
approaches and strategies that encourage creative design work, both for
teachers and pupils. His industrial design background and school based
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experience have helped him to develop a proactive approach to the teaching of
Design and Technology.
Sa’eda Buang is a lecturer in Asia Languages & Culture academic group,
specializing in the areas of curriculum and pedagogy. She has been in the
teaching service for 16 years, teaching at a junior college and a secondary
school. She is currently registered at NTU for a Ph.D programme. Her research
interests are in the areas of critical & creative thinking, madrasah education,
curriculum and teaching strategies for students of lower ability ranges. Her
contribution to the Malay literacy world includes the writing of poetry and short
stories.
Sandra M Kumarsamy is a Teaching Fellow in the Humanities and Social Studies
Education Academic Group. She has been a teacher and Head of Department
for Humanities in a secondary school for many years. She has been a member
of MOE curriculum planning committees. She was recipient of the National Day
Efficiency and Commendation Awards in 1996 and 2003.
Dr Seetha Lakshmi is currently an assistant professor in Asian Languages &
Cultures academic group and co-ordinator for the Tamil Language & Culture
Division. She has graduated with first class B.A., in Tamil Literature from the
University of Madras, Tamil Nadu. She proceeded to do her M.A., with her first
class and Master of Philosophy with First Class Distinction. She has extensive
experience in Journalism and Broadcasting. Prior to join teaching, she was a
Sub-editor in Tamil Murasu for one year. She was a Tamil Teacher in Mei Chin
Secondary School for four years and later was seconded to NIE in 1997. She
submitted her Ph.D, thesis in April 2001 and received conferment of the degree
in December 2001. She was presented research papers in many seminars
regarding the Teaching and Learning of Tamil Language in Singapore and her
papers were well received. Some of the research papers were published. She
won the Golden Point award in 1995 for her short story in a competition and
she won second prize in 1997 for the same competition organized by NAC and
SPH. She has published a short-story collection in 2001. Currently she involves
CRPP research projects on Curriculum Review and Standard Spoken Tamil.
Tan Geok-Chin Ivy is a lecturer in the Humanities and Social Studies Education
Academic Group. She specialises in Geographic Education and Environmental
Education. Her current research interests are in environmental awareness;
cooperative learning; and the use of information technology in geography
classrooms.
Mrs Tang-Chan Yueh Tarn is Principal of Springfield Secondary School. She was
formerly the Principal of Tanglin Secondary and Sembawang Secondary
Schools, and for several years worked as Specialist Inspector for Science in the
Curriculum Planning Division at the Ministry of Education, and as a lecturer at
the then Institute of Education. She obtained her MA (Education) from
Stanford, USA and completed her Diploma in Educational Administration at NIE,
NTU. She is currently an Adjunct Lecturer in the Division of Policy and
Management Studies at NIE.
Dr Trivina Kang is an Assistant Professor in Policy and Leadership Studies. A
sociologist by training, her area of specialization is in sociology of education and
organisations. Her research interests include gender and ethnicity issues in
education and how social capital affects academic achievement.
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Dr Vilma D'Rozario is Sub-Dean of Student Development and Liaison at the
National Institute of Education and an Associate Professor with the
Psychological Studies Academic Group. She manages counselling matters and
organizes trainee development related to all Initial Teacher Preparation
programmes at the Institute. She also teaches pre-service and in-service
courses in guidance and counselling. Her research interests include issues in
guidance and counselling, using nature/natural habitats in child and adolescent
development and therapy, and service-learning. She is adviser to the NIE
Trainee Teachers Club and the lecturer-in-charge of the NIE-SIF Service-
Learning Club.
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The programme
If we are to move towards Singapore’s goal of world-standard schools in
the knowledge-based economy, we need to think about a new, elevated
level of leadership standards. For principals, that has already been defined
through a set of intended outcomes for those undertaking the Leaders in
Education Programme. What does it mean for HODs Essentially, HODs will
have to extend their capability. They will have to become more innovative
in their spheres of responsibility, more autonomous, more accountable for
results and success in defined areas, more professionally expert in their
areas, and they must develop more capability to take on complex
assignments as opposed to machine-like chores.
We have reached these conclusions by talking to highly capable educators
with a future orientation, both principals and principals-in-training, and by
examining trends in other education systems and in the broader, noneducation
Singapore context. Principals with a farsighted vision have some
ideas about what it means to lead schools in a context characterised by
competition, uncertainty and volatility. Thus, if we are to provide
management education that is going to meet future needs, we have to
reach some judgements about the future.
What is this new context It is one characterised by knowledge. In the
emerging knowledge-based economy, schools must continuously improve
and be innovative in order to sustain competitive advantage. They must
place premium value on their ability to learn faster. And faster learning
requires schools to seek more efficient ways to learn, and demands
different learning processes, with more attention paid to generating new
knowledge through team learning. Therefore, individual and team learning
are equally vital in an environment of innovative thinking. Such an
environment requires the creation of a dynamic learning system, which is
based on the following assumptions:
• Team learning is a key principle in generating and testing knowledge
against reality
• Learners construct knowledge and understanding
• New learning depends on current knowledge
• Learning is facilitated by social interaction
• Authentic tasks promote learning
• Learners participate in continuous learning
Thinking in this way has implications, of course, for both what participants
learn and how they learn it. We have to consider what is in their interests
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as they develop capability within a ‘dynamic learning system’. We also
have to be clear about the HOD’s role in the new context. While principals
are viewed as CEOs, HODs are seen as ‘middle-up-down’ leaders and
managers. HODs have the responsibilities of creating and implementing
concrete concepts to solve and transcend the contradictions arising from
gaps between what exists at the moment and what principals hope to
create in a dynamic learning system. We also have to consider what is in
the school’s or the principal’s interests. This may lead us to very different
conclusions about what powerful learning is.
Thus, through the DDM, we need to develop innovative curriculum leaders,
who can lead advances in all dimensions of the teaching and learning
process; and accountable personnel, who thrive on versatility, challenge,
complexity and autonomy.
With the above thoughts in mind, you will encounter a diversity of learning
experiences that draw on both workplace learning and classroom or group
generated learning. Interactions with peers, experienced practitioners and
academics are vital, and they can be used effectively to support learning in
the workplace.
In the context of learning in different ways, there is a need for coherence
and support. It may take the form of tutors working with you individually
at the start of the programme to formulate learning agendas and to give
you learning support in areas of specialisation. Coherence will be achieved
by tutors working with you to relate your learning to your job needs.
We also locate assessment, in part, to where the learning is occurring.
Thus, some assessment will be made of your learning as you observe work
in schools and take part in enrichment activities. We are also moving
towards portfolio-based assessment, where both group and individual
learning can be documented, and where the focus is genuinely on learning
rather than on what has been taught.
Other learning tools will include school visits to see how ‘excellent’
departments are run, and possibly short attachments to industry to see
how things are done in different contexts.
You will of course continue to learn in classrooms at NIE, but modules will
take the form of learning support. There will be a wide range of shorter
modules from which you may choose, so that you might match your
learning needs to your choices. To complement these, there will be a
compulsory core module that will set everything else in context.
While much of our emphasis is on relating learning to the existing
workplace, we have to recognise that some learning is designed to build
capability for different circumstances, and that means providing learning
opportunities that may have no apparent link with your present world of
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experience. The school, however, may need such learning for pioneering
developments to a higher level of performance to meet the demands of the
future world. For that reason, you will take part in participants’ forums,
where you will be exposed to the new technologies and processes available
outside schools, but which can be imported into schools in the future.
These forums will also provide a vehicle to listen to speakers talking about
major issues, such as national education and life sciences.
Heads of department, as we have seen above, have an expanding and
increasingly important role in heightening quality in our schools. Indeed,
the vision of Thinking Schools, Learning Nation can be realised only if there
is a strong team of leaders to support the principal in designing and
delivering a high quality curriculum.
Essentially, we set out in this programme to support you in three
significant ways:
• to help you do your job more effectively by examining issues of
contemporary concern and of direct relevance to your job;
• to prepare you intellectually for the future challenges of managing in
education; and
• to enable you to acquire a recognised and highly valued postexperience
qualification.
At the end of this programme, you should be able to:
• Demonstrate an up-to-date knowledge of theory relevant to
departmental leadership and management, and apply it to
departmental personnel and activities effectively.
• Reflect, think and reason independently about complex curriculum and
instructional issues, and understand how innovative practice leads to
gains in students’ educational achievement.
• Design, develop, implement and evaluate curriculum activities in your
field of expertise.
• Formulate strategies to support teachers’ motivation and satisfaction,
and foster a climate of collaboration in the department.
• Identify and facilitate appropriate professional development activities
that support departmental, school and national priorities.
• Assess student learning and teacher effectiveness validly and reliably,
and apply appropriate assessment processes within the department.
• Understand the wider educational context, which includes national
priorities and constraints in a multi-racial society.
14

Programme structure
The programme gives a solid foundation in educational management topics
and issues, develops a practical understanding and relevant skills in
selected functional areas, and introduces you to some of the key strategic
and international educational management issues confronting
organisations today. In particular, there is a focus on concepts, ideas and
issues central to managing departments in schools.
The essence of the programme is best described as the ‘dynamic learning
system’. This will be explained in the core module.
There is one major core module, which is worth six academic units:
DDM001
The Dynamic Learning System
There is a range of elective modules. These include:
Differentiated supervision for professional development
Staff appraisal
Self-management and delegation
Change leadership
Team building and conflict management
Finance and resource management
Fundamentals in counselling
Assessment of performance and progress
Test planning and item building
Item calibration and banking
Tools for school-based research
Marketing strategy & planning for schools
Coaching for Improved Performance
Student Management and Discipline: A Proactive Framework
Programme Evaluation Fundamentals
Guidance and counselling
Secondary science
Design & Technology
Humanities
Primary mathematics
Secondary mathematics
Information technology
Primary English
Secondary English
Physical Education
Mother Tongue Language (only offered in July intake)
Each elective module has an academic unit rating of either 1 or 2 Academic
Units (AU). Altogether, you must accumulate 15AUs in order to obtain the
diploma.
15

School visits
School visits form an important part of your programme. It is during this
time that you have the opportunity to look at departments in other schools
from a critical perspective. By choosing good models of practice to
observe, you will gain ideas that can be discussed and disseminated, which
may then lead to improved practice in your own operation.
Details of the arrangements and the questions you might address can be
found in Annexe 1.
The programme office is compiling a list of departments worth visiting.
These have been identified by principals and superintendents. You may add
to the list if you have knowledge of departments that are doing particularly
interesting things.
This is the procedure to follow: get together with HODs in the same subject
area (e.g. all HODs of Secondary English will form one group.) Look at the
list of relevant departments produced by GPR office and select the ones
you wish to visit. It is acceptable to visit other schools and departments
not on the list (e.g. the overseas schools) but try to avoid those schools
that are always in high demand. Once you have compiled your list of eight
departments to visit (there are eight Wednesdays devoted to school visits)
you must submit your list to the Associate Dean Leadership Programmes
for approval. That approval is necessary, because if several groups choose
the same school, the Associate Dean will make appropriate changes. Once
you have received approval, you should write to the school principal
requesting permission to make the visit, and indicate the time of the visit.
You may follow your letter up with a phone call or e-mail, and you should
write a note of thanks once the visit is completed.
Your choices of schools should be completed by the end of the first week of
the programme. That will give you sufficient time to discuss with your
group members and with your tutor.
Participants’ forums
Each tutor group is responsible for organising one participants’ forum,
which is attended by everyone on the programme. The group will deal with
every aspect of organisation, including liaison with the speaker(s),
preparing materials, setting up resources and leading the introductions on
the day itself. Each group will be given one topic or speaker.
16

Attendance
You are required to be in attendance at the National Institute of Education
for the duration of the programme and you are expected to be punctual for
each session. During the period of the programme, your responsibility is to
NIE and it is only NIE that can give permission to take leave.
Since the programme is full-time, you are strongly discouraged from
returning to your school during your time with us. We have an agreement
with the Ministry of Education that you may return to your school only to
take part in a teacher ranking exercise, and that return must not exceed
half a day.
If you require leave of absence for any reason, you must write to the
Associate Dean for Leadership Programmes, giving reasons and including
any necessary documentation – at least seven days before the event.
Permission cannot be given to attend meetings in school.
Please note that your attendance is required even when you don’t have
lectures. Much of the programme revolves around peer group discussions,
group assignments and reading, and necessitates attendance. Your tutor
should be able to contact you at all times.
Amount of study required
This is an intensive programme and your daytime hours should be
occupied almost entirely by study. Such study, of course, encompasses all
activities connected with your programme. It includes attendance at
lectures, tutor contact time, research, reflection, relevant coursework,
reading and the writing-up of assignments.
A university diploma represents a major intellectual and time commitment,
and there are no shortcuts. It is unlikely that you can meet the required
standard unless you are prepared to invest a certain amount of time in
reading and critical reflection, and you are encouraged to use the times
when there are no formal sessions to undertake such activities.
Assessment
Assessment takes several forms and these are explained in the module
descriptions that form the next part of this document. We use a
combination of continuous assessment, tests, essay-type assignments and
case study analyses. In some cases, oral presentations or similar activities
may supplement or replace written tasks.
17

Procedure for submitting work for assessment
Work for assessment should be handed in as directed by the module tutor
by the due date, which will be published at the beginning of the
programme or module. Any serious problems in meeting deadlines should
be discussed with the Associate Dean at the very earliest opportunity.
Where a subject’s assessment requirements specify a written assignment,
the pages should be bound in the correct order and page numbered.
Assignments should be word processed unless the module tutor directs
otherwise. The assignment may be stapled or bound either by heat sealing
or by spiral fixings, or in a ring binder. Decorative covers should not be
used.
The cover page should have the following information:
• Institution (Nanyang Technological University, National Institute of
Education)
• Diploma in Departmental Management
• The module code and title
• Your full name
• Date of submission
Work for summative assessment should normally be typed on single side
A4 sheets. Margins should be at least 4cms.
Referencing
Referencing the work of others must be carried out meticulously in all
assignments. It should be in accordance with the style guide currently in
operation for this programme. The guide is shown in Annexe 2.
At first, learning the precise format for different types of reference is a
laborious and time-consuming process, but it is one that must be followed,
since this is an essential discipline, and it will be invaluable if you continue
your studies to higher degree level. The more you practise, the easier
correct referencing becomes.
Please bear in mind the seriousness of not acknowledging someone else’s
writing, whether you have quoted directly or paraphrased it, or even
simply referred to an idea. Plagiarism can lead to disciplinary action by the
University.
18

DDM001 Core Module: The Dynamic Learning System
Introduction to the module
In the emerging knowledge-based economy, schools must continually seek
to improve and be innovative in order to be successful and have
competitive advantage. With the proliferation of technology, and
knowledge increasing at an exponential rate, successful schools are those
that consistently must be able to learn, create, innovate, and utilize new
knowledge that corresponds with the monumental changes. To achieve
and sustain success, schools must place premium value on their ability to
be innovative and to learn faster. Faster learning requires schools to seek
for more efficient ways to learn, requiring different learning processes, and
more attention paid to generate new knowledge through team learning.
These initiatives will mean that schools must create an environment where
both individual and team learning will be equally encouraged and
supported. Schools must also realize that the collective knowledge and
skills of learners are the school’s source of sustainable competitive
advantage. Such an environment requires the creation of a dynamic
learning system. A dynamic learning system is based on the following
assumptions:
1. Team learning is a key principle in generating and testing
knowledge against reality
2. Learners construct knowledge and understanding
3. New learning depends on current knowledge
4. Learning is facilitated by social interaction and the use of diverse
learning tools
5. Authentic tasks promote learning
6. Learners participate in continuous learning
This programme is designed to prepare HODs for innovative curriculum
leadership in a dynamic learning system. While principals are viewed as
CEOs, HODs are seen as “middle-up-down” leaders and managers. HODs
have the responsibilities of creating and implementing concrete concepts to
solve and transcend the contradictions arising from gaps between what
exists at the moment and what principals hope to create in a dynamic
learning system. These responsibilities and challenges will require HODs to
explore ways to work together as teams within and between departments.
It will also require HODs to be knowledgeable about emerging trends and
to have higher levels of knowledge and skills in order to lead and manage
an increasingly complex organizational phenomenon.
19

The dynamic learning system will be explored from a three level
perspectives: Personal, Interpersonal and Organizational. It will also
incorporate an integrated framework approach. The personal
considerations that are critical to promote self renewal will use personal
mastery and leadership frameworks. Leading individual and team learning
will use various leadership theories including theories of team learning, and
team leadership. The management of individual and organizational change
that is strategically linked to creating a dynamic learning system will draw
upon managerial and organizational frameworks.
Learning Outcomes
By the end of the module, learners will:
• Know and understand the concept of personal mastery in the
framework of dynamic learning system
• Understand the leader’s new roles in the organization
• Identify leadership qualities in mentoring
• Be familiar with issues in individual and team learning
• Understand the concept of organizational structure that determines
teaching and learning in schools
• Identify organizational culture and discover its impact on learning
• Understand the qualitative and functional roles of managers
• Understand contemporary management learning issues
• Be familiar with influences of power and politics in organizations
• Know and understand decision-making in organizations
• Understand change management concepts
• Understand systems thinking in organizations
• Be familiar with emerging trends and their impact on education
Content
A. Personal
• Personal Mastery & Covey’s Three Habits
• Leader’s New Roles
B. Interpersonal
• Team Learning
• Leadership Mentoring
20

C. Organizational
• Organizational Structures
• Organizational Culture
• Management Functions
• Contemporary Management Learning
• Power and Politics
• Decision-making
• Change Management
• Systems Thinking
Emerging Trends
Life Sciences – consequences, economic and educational impact
Resources
Guns, B. & Anandsen, K. (1998). The Faster Learning Organization: Gain
and Sustain the Competitive Edge. Jossey-Bass Business & Management
Series.
Nahavandi, A. (2000) The Art and Science of Leadership. Second Edition.
Upper Saddle River, NJ: Prentice Hall.
Senge, P. (1990) The fifth Discipline NY: Doubleday.
Senge, P., Kleiner, A., Roberts, C., Ross., & Smith, B (1994) The fifth
discipline fieldbook. NY: Doubleday
Yukl, G. (2002) Leadership in Organizations, Fifth Edition, 2002.
Upper Saddle River, NJ: Prentice Hall.
Delivery
Lectures, learning teams, e-learning, computer simulations, case studies,
directed studies, symposium, and visits to selected schools in Singapore
Assessment
Individual portfolios
The individual portfolio is theme-based and is intended to address depth of
knowledge and conceptual understanding of a dynamic learning system.
The theme will provide the context for HODs to examine and compare their
own assumptions of teaching and learning with the philosophical and
theoretical underpinnings of a dynamic learning system.
21

Group presentations
Group presentations will also be based on the same theme as the
individual portfolio. The purpose of the group presentation is to generate
learning beyond the individual. Each group will be challenged to surface
individual assumptions and to generate a coherent and multifaceted
interpretation of the theme.
Staff
A/P Chia Tet Fatt
A/P Lee Ong Kim
A/P Low Guat Tin
Ast/P Lim Lee Hean
Ast/P David Ng Foo Seong
Ast/P Ng Pak Tee
Tutors
A/P Joy Chew
A/P Lee Ong Kim
A/P Low Guat Tin
A/P Moo Swee Ngoh
A/P Anthony Seow
Ast/P Lim Lee Hean
Ast/P Jonathan Goh
Ast/P Ng Pak Tee
Ast/P Jeanne Wolf
22

Elective modules
DDMO11 Curriculum Area Leadership
The modules included under this title are:
DDM011a
DDM011b
DDM011c
DDM011d
DDM011e
DDM011f
DDM011g
DDM011h
DDM011i
DDM011j
DDM011k
DDM011n
Guidance and counselling
Secondary science
Primary science (only offered in January intake)
Design & Technology
Humanities
Primary mathematics
Secondary mathematics
Information technology
Primary English
Secondary English
Physical Education
Mother Tongue Language (only offered in July intake)
Details of these modules will be provided by the respective module leaders.
Essentially, they are designed to introduce HODs to the latest thinking and
advances in teaching and learning in those subject areas, and to raise
significant issues relating to the development of those subjects. The
modules, it must be emphasised, focus on teaching and learning, and not
on the acquisition of content knowledge.
23

DDM012 Differentiated supervision for professional
development
Introduction to the module
The core purpose of (subject) HOD leadership is to provide professional
leadership for the subject(s) so as to secure high quality teaching and
ensure improved standards of pupil achievement. The key outcome of
(subject) HOD leadership, therefore, is pupil progress and teacher
effectiveness. In order to achieve this, an essential prerequisite is that
teachers have the knowledge and skills to teach effectively. HODs can
facilitate the professional development of their teachers in this key area
through supervision of classroom teaching which is both differentiated and
developmental (as opposed to ‘judgmental’) in approach.
This module aims to equip participants with the knowledge and skills
required to successfully develop and implement a framework for
differentiated and developmental instructional supervision of teachers in
their respective departments.
Learning outcomes
On completion of this module, participants will be able to:
• discuss the broad context of HODs’ leadership role in staff professional
development;
• recognize the need for differentiated and developmental supervision;
• describe the key elements in differentiated supervision, and discuss its
application;
• outline the process, principles, and techniques of instructional
supervision with a developmental focus;
• describe and discuss the use of ‘peer coaching’ and ‘partnership
coaching’ in supervision;
• develop and apply a systematic approach to supervision, based on the
differentiated and developmental model.
Content
HODs’ role in staff professional development – the ‘Big Picture’;
Differentiated supervision: What Why How
Peer coaching and Partnership coaching: What When Who Why
Instructional supervision with a developmental focus: the process,
principles, and techniques;
Constructing a framework for differentiated and developmental
supervision.
24

Resources
Participants are required to reflect critically on existing departmental
practices in lesson supervision and staff professional development in
instructional competences. Required readings:
Beach, D. and J. Reinhartz, (2000). Supervision: focus on instruction.
Boston: Allyn and Bacon.
Glickman, C.D., S.P. Gordon, J.M. Ross-Gordon. (2001). Supervision and
instructional leadership: a developmental approach. Boston: Allyn and
Bacon.
Palmer, P. (1998). The Courage to Teach: Jossey – Bass Publishers. San
Francisco.
Delivery
Lectures and small group work.
Assessment
Assessment will be based on participation in and contribution to class
learning (20%) and small group presentation (80%)
Tutor
Dr Moo Swee Ngoh
25

DDM014 Staff Appraisal
Introduction to the module
Heads of Department play a critical role in staff appraisal. It is the aim of
this module to equip them with the basic knowledge, skills and attitudes
that are necessary to facilitate their role as reporting officers of the
teachers under their charge. In this module, participants will have a better
understanding of the rationale, purpose, processes and outcomes of staff
appraisal. Issues related to how staff is appraised and the implications of
that at the individual, department, school levels and beyond will be dealt
with.
Learning outcomes
By the end of this module, you will:
• Understand the rationale for staff appraisal
• Attain the basic knowledge, skills and attitudes as imperatives to staff
appraisal
• Apply the knowledge, skills and attitudes to local context at individual,
department and school level
• Understand the implications of staff appraisal beyond school level
• Appreciate the issues pertaining to the processes and outcomes of staff
appraisal
Content
The outline of the module will cover a broad spectrum which attempts to
answer the following fundamental questions:
• What is this module about
• Why appraise staff
• What does staff appraisal involve
• How to be better prepared as reporting officers under the Enhanced
Performance Management System (EPMS)
• What are the implications of staff appraisal on the individual,
department, school and wider system
Resources
For this module, reference will be made to the Work Review Forms, Staff
Appraisal Forms, under the EPMS. The EPMS tool kit distributed by the
Ministry of Education will be used as a key resource. In addition, relevant
readings related to the module will be referred to or provided during the
course.
26

Delivery
While the direct delivery of contents of this module provide the platform for
a good understanding of the knowledge, skills and attitude pertaining to
staff appraisal, the capabilities of HODs would be further enhanced through
self-learning, self-reflection as well as team learning. The collective wisdom
and varied experiences of the participants culled during the course of
discussions and presentations will provide for deeper learning at the
individual and group level.
Assessment
Formative assessments will be embedded within the purview of the
module.
Tutor
Mrs Tang-Chan Yueh Tarn
27

DDM016 Self management and delegation
Introduction to the module
This module seeks to focus on the practical aspects of real-life
management. It is useful for school heads of department who need the
time away from school to reflect and act upon the integration of selfleadership
and delegation, in the move towards team self-leadership. In
moulding the future of our young, it is imperative that school heads of
department learn to manage and lead themselves. Self-leadership
precedes the leadership practice of getting things done through people. As
such, this module integrates the principles and practice of delegation with
the leadership of self and others. The participants will be provided with
opportunities to reflect on the maximal development and maximal
harnessing of talent and abilities in an ability-driven approach.
Learning outcomes
By the end of this module, you will:
• Design your own personal leadership framework that is relevant and
applicable
• Understand team self-leadership in relation to your role as head of
department
• Know the rationale and spectrum of delegation, and link it to
departmental improvement
• Understand the factors that contribute towards effective delegation
• Identify crucial barriers to delegation that you must overcome
Content
• Team self-leadership
• Time and stress management strategies
• Delegation of authority
• Delegation in practice: what research informs us about the practice of
leaders and what you can put into practice
Resources
For this module, readings will include the following:
Cope, M. (2001). Lead yourself. London: Pearson Education.
Low, G.T., Lim, L.H., & Lim, C.T. (2004). Passion: The Blaze within.
Singapore: Pearson Prentice Hall.
Robbins, S.P., & Coulter, M. (2002). Management (7 th
Hall.
ed.). NJ: Prentice
Delivery
Individual and team reflective exercises; Interactive sessions, including
role-play and case studies
28

Assessment
Assessment will consist of presentations on learning and intended
implementation at departmental or school level.
Tutor
Dr Lim Lee Hean
29

DDM019 Change Leadership
Introduction to the module
Leading change is a process that involves building a bridge between vision
and action. Leaders often try to implement change without paying
sufficient attention to strategic ways to lead change. In most situations,
people do not readily accept change instead they often resist change. In
this module, you will get to examine and test your own assumptions of
leading change. You will also learn strategic ways to overcome resistance
and to lead change as suggested in the literature and research on leading
change. Change leadership will be taught through a combination of a
problem-based approach and the use of a computer simulation. The
computer simulation tool will simulate organisational change. You will have
the opportunity to try out real life strategies for changing policies and
practices in a simulated school system complete with administration,
teaching staff, and members of the community.
Learning outcomes
In this module, you will:
• Understand personal, political and structural issues that influence the
implementation of change;
• Develop and apply strategies for implementing organisational change;
• Identify personal and organisational obstacles to change and develop
strategies for overcoming obstacles to change;
• Be able to work effectively as part of a team in implementing
organisational change.
Content
Changing context of organisations
Factors influencing change
Obstacles to change
Assumptions about change
Practical strategies for change
Resources
Ng, D.F.S (2004). Change Leadership. Singapore: Pearson Prentice Hall.
Kotter, J. (1996). Leading change. Boston, MA: Harvard Business School
Press.
Hall, G. & Hord, S. (1987). Change in schools. Albany, NY:SUNY Press,
Chapters Three (pp. 52-79), Four (pp. 80-106).
30

O’Toole, J. (1995). Leading change. San Francisco: Jossey-Bass, Chapter
seven: Change Revisited (pp. 153-170), Chapter thirteen: The ideology of
comfort (pp. 239-254).
Ng, F. S. D, Hallinger, P. (2002). Challenging the mental models of school
leadership: Insights from a computer simulation.
Delivery
Problem-based learning, computer simulation, directed readings.
Assessment
Part 1: Simulation results – 50%
Part 2: 50% based on a choice of one of the followings:
a) Class participation
b) Individual essay
c) Group presentation
d) One-to-one assessment
Tutor
Dr David Ng Foo Seong
Dr Maha Sripathy
31

DDM020 Team Building and Conflict Management
Introduction to the Module
Work groups are essentially considered the building blocks of
organizations. Evidently, boosting group performance is the key contributor
to both managerial and organizational effectiveness. The decision-making
performance of the group requires more than just organizing and
mobilizing needed resources. These resources must be transformed into a
final group ‘product’ – a decision. In this module, we will examine the
factors that contribute to work group performance and productivity. We
will then discuss the functioning and management of decision-making
groups, and how relationships are managed between different groups.
Learning Outcomes
By the end of this module, participants will be able to:
• Better understand the key components of work group effectiveness and
productivity. The key components include Task Demand, Resources
and Group Processes.
• Identify the causes and consequences of group cohesiveness within
organizations.
• Identify and manage aspects of the group process that may act as
liabilities, such as Groupthink, Process Liabilities, and Group
Polarization.
• Capitalize on group’s resource assets, which include problem solving
abilities, clearly defined roles for leaders and group members.
• Manage organizational conflict and understand fundamental structural
approaches for introducing formalized conflict into the group work
discussions.
In addition, participants will also be able to experience action learning by
actively participating in practical activities, practice fundamental skills of
building dynamic and cohesive work teams, and more importantly to
understand and appreciate diversity in views and approaches and
interdependence in a group.
Content
• A general model of work group effectiveness;
• Cohesiveness: getting the ‘team spirit’;
• Group process in decision-making (includes process liabilities,
groupthink and group polarization);
• Managing decision groups (i.e., capitalizing on group assets and
minimizing process losses); and
• Managing relationships between groups (includes causes and
responses to conflicts, tactics of conflict relationships, and patterns of
work group relationships).
32

Resources
Recommended Textbooks:
Maxwell, J.C. (2001) The 17 Indisputable Laws of Teamwork. Nelson:
Nashville.
Delivery
Seminars, small group discussions and activities, review journal articles or
book chapters, and engage in independent learning activities based on the
self-directed study materials provided.
Assessment
Group discussion and class participation.
Tutor
Dr. Jonathan W.P. Goh
33

DDM021 Finance and Resource Management
Introduction to the module
As educators in the public service, you have at your disposal funds from
the government to purchase the resources, programmes and activities to
facilitate the development of pupils to attain the educational goals of the
nation. It is necessary to account for the effective and efficient use of
these funds and resources. You need to establish and implement a rational
process to identify appropriate programmes, activities and resources that
will contribute towards the achievement of the goals of the department,
school and nation, keep accurate and comprehensive records of the
resources that are expended and evaluate the use of the funds and
resources to meet the goals. This module aims to provide you with a macro
and systematic approach to the planning, implementation and control of
the funds and resources of the department to facilitate the attainment of
the school and national goals.
Learning outcomes
By the end of this module, you will be able to:
• Appreciate the importance of effective management of finance and
resources
• Have the knowledge to adopt a rational budgeting approach
• Be familiar with financial control measures required when using funds
and resources
• Reflect on the strengths and weaknesses of your current practices and
procedures for managing funds and resources and think of ways to
enhance their effectiveness and efficiency
Content
This module focuses on
• A macro perspective to planning the programmes and activities for the
department
• General budgeting principles and approaches
• Requisite financial control measures and procedures for use of funds
and resources
• Factors to consider when evaluating the use of the funds and resources
to meet the needs of pupils, thereby achieving the goals of the
department, school and nation.
Resources
Knight, B. (1993). Financial Management for Schools: The Thinking
Manager’s Guide. Oxford: Heinemann Educational. (LB2806 KNI)
34

Levacic R (1993). Financial Management in Education. Open University
Press (LB2826.6 G7 Fin)
Coombs, H. M.; Jenkins, D. E. (1994). Public Sector Financial Management.
London: Chapman & Hall. (HJ141 COO)
Ministry of Education Schools Financial Instructional Manual (MOE intranet)
Delivery
Seminars and small group discussions and activities. Participants are
expected to do their readings, reflect on and share their experiences with
respect to the various aspects of finance and resource management.
Assessment
A reflective essay of not more than 2500 words on the current practices
adopted for the management of finance and resources in your department
focusing on the strengths and weaknesses and the changes, if any, to be
made to enhance the existing situation.
Tutor
Mrs Chong-Tan Geok Leng
35

DDM022 Fundamentals of Counselling
Introduction to the module
In virtually every classroom, teachers often encounter troubled and/or
“troublesome” pupils who are in need of help, particularly when the level of
academic stress is high. This module aims to equip teachers and school
administrators with a fundamental knowledge of counselling theory and
practice and thus enable them to help such pupils more effectively.
Learning outcomes
By the end of the module, participants will be able to:
• Understand the fundamentals of counselling theory and practice
• Relate more synergistically with colleagues, parents and pupils
• Identify more readily pupils with developmental, learning or emotional
problems
• Intervene more effectively in the classroom
• Work more effectively with and through other teachers and
professionals
• Make appropriate referrals when necessary
Content
• Counselling strategies in cultural context
• Major approaches to counselling
• Levels of intervention and prevention
• Values and professional ethics
• Fundamentals of assessment
• Problem identification and problem solving
• Goal setting and implementation
• Relationship-building strategies
Resources
Ivey, A. E. & Ivey, M. B. (2003). Intentional interviewing and counseling:
Facilitating client development in a multicultural society. Pacific Grove, CA:
Brooks/Cole.
Brammer, L. M., & MacDonald, G. (2003). The helping relationship (8th
ed.). Boston: Allyn & Bacon.
Kottler, J. A., & Kottler, E. (2000). Counseling skills for teachers. Thousand
Oaks, CA: Corwin Press.
36

Delivery
Participants are expected to be active seekers, not passive recipients, of
knowledge and to participate actively in collective learning. Emphasis is
placed on the cultivation of independent, critical, and reflective thought
through reading, discussion, and experiential learning. Assigned materials
should be read before coming to class.
Assessment
80% assignment (a personal journal OR a case study of about 2,000
words integrating reading materials, class learning and everyday
experiences).
20% participation and contribution to class learning.
Tutor
A/P Russell Hawkins
37

DDM023 Assessment of performance and progress
Introduction to the module
Making interpretations on students’ improvement or otherwise, from one
test score to the next is not possible if the tests are not equated. In fact
measures, instead of raw scores, should be used for such comparisons.
This module uses the classical theory to show how best to compare test
scores through the use of the normal distribution and derived scores
including standard scores, percentile ranks, normalized standard scores,
and T-scores. Criterion-referencing and norm-referencing in making test
score interpretations will also be discussed. This module assumes that
participants do not have any basic statistics and any statistical expressions
used will be explained from basics.
Learning outcomes
By the end of this module, you will be able to:
• report student scores in frequency distributions
norm-referencing and criterion-
• explain the differences between
referencing
• compare performances of different students on the same test through
the use of derived scores
Content
Frequency Distributions; measures of central tendency; measures of
variability; norm-referencing and criterion-referencing; standard scores
and normalised standard scores; percentile ranks; T-Scores; stannines
Resources
Anastasi. A (1996). Psychological testing. London: Prentice Hall
Linn, R.L. & Gronlund, N.E. (2000). Measurement and assessment in
teaching. New Jersey: Prentice Hall
http://research.med.umkc.edu/tlwbiostats/normal_curve.html
http://goldwing.kennesaw.edu/csis3400/normaltable.htm
Delivery
Lectures, small group work, and discussion.
Assessment
Individual Essay.
Tutor
Dr Lee Ong Kim
38

DDM024 Test Planning and Item Building
Introduction to the module
This course discusses the planning of tests through the construction of test
blueprints (table of specifications). It takes a look at the “do’s” and
“don’t’s” of item-building and what to look out for in the construction of
good functioning test items for a given purpose of assessment in schools.
The types of tests that will be considered are essay tests and objective
tests which include short-answer type, matching items, true-false and
multiple-choice items. This module also covers the construction of rubrics
for the assessment of Project Work (PW). Participants will be involved in
discussions, workshops and presentations. The assessment for this course
will be through individual reflection papers.
Learning outcomes
By the end of this module, you will be able to:
• construct a blueprint in the planning of a school assessment
• construct essay items, short answer questions, true-false items,
matching items, and multiple-choice questions
• identify weaknesses in each type of test items and improve on them
• plan a rubric for assessing Project Work
Content
Planning a test; constructing essay-type items; scoring essay tests:
analytical versus holistic scoring; constructing objective-type test items:
short answers, true-false, matching, multiple-choice
Planning assessment rubrics for Project Work
Resources
Murphy, K. R. & Davidshofer, C. O. (2001). Psychological testing: Principles
and applications (5 th ed) London: Prentice Hall.
Airasian, P.W.(1997). Classroom assessment. New York: McGraw Hill.
http://www.testpublishers.org/question.htm
Delivery
Lectures, small group workshop, presentations.
Assessment
Written essay on a given topic.
Tutor
Dr Lee Ong Kim
39

DDM025 Item Calibration and Banking
Introduction to the module
This course focuses on the calibration of multiple-choice test items for the
purpose of measuring the growth of children in a given subject area.
Emphasis is on the use of testing in the teaching-learning process for
formative evaluation. Participants will have the opportunity to use the
Rasch Model to calibrate multiple-choice items through the use of the
Winsteps programme. Actual data from schools will be used for the item
analysis. The new type of test reliability called the “separation reliability”
will be discussed and compared with the conventional norm-referenced
type of reliability coefficients. Participants will have hands-on experience in
the computer lab running the item analysis programme. Assessment for
this course will be an assignment based on the output of the analysis of
actual students’ data.
Learning outcomes
By the end of this module, you will be able to:
• write a control file for analysing a multiple-choice response matrix
• interpret item difficulty and person ability from the analysis output
• understand the concept of common-items and common-persons test
equating
• use an analysis output to plan an individualised instruction for students
of varied ability levels
Content
Ordinal, Interval and Ratio Scales
Concept of the Rasch Model
Using Winsteps: Writing the Control File
Item Calibrations and Person Measures
Computer Lab Session: Analysing a Multiple-Choice Test
Interpreting Student Performance on a multiple-choice test
The concept of item banking
Resources
Wright, B. D. and Stone, M. (1979). Best test design. Chicago: MESA Press
Linacre, J.M. (1996). Rasch measurement transactions Part 1. Chicago:
MESA Press
Linacre, J.M. (1996). Rasch measurement transactions Part 2. Chicago:
MESA Press http://rasch.org/rmt/index.htm
40

Delivery
Lectures, hands-on lab experience, small group discussions and
presentations
Assessment
Assessment will be made on the interpretation of an actual output of an
analysis of real data.
Tutor
Dr Lee Ong Kim
41

DDM026 Introductory Tools for School-Based Research
Introduction to the module
Principals and teachers are increasingly encouraged to reflect on school
practices and identify critical processes that influence educational
outcomes. The School Excellence Model is a tool that provides a multifaceted
framework for such self-assessment based on collection of schoolbased
data. However, the usefulness of such a tool to inform future school
improvement strategies hinges heavily on the quality of data that is
collected and presented. In order to accomplish this, educators must learn
how to systematically collect and analyse data. This module is designed to
equip participants with basic knowledge on the various research strategies
that will help them accomplish this, and is meant especially for individuals
with little prior knowledge in statistics.
Learning outcomes
By the end of the module, you will:
• Have knowledge about a variety of research and sampling designs and
understand their relevance for research in schools.
• Develop a questionnaire following guidelines of item construction.
Appreciate the ways interviews and ethnographic observations can be
used to complement questionnaire surveys.
• Be able to analyse data collected using descriptive statistics.
• Reflect on the ways school-based research can be used to support the
School Excellence Model.
Content
Sampling and Sampling Design
• The Concept of Sampling. Why Sample
• Sampling designs - random sampling, stratified random sampling,
cluster sampling and purposeful sampling.
Survey Research
• Questionnaire construction. Pitfalls to avoid. Types of questions – open
ended or closed. Sequencing. Question format.
• Personal Interview. Principles of interviewing. Potential sources of
error.
42

Observational Research
• Role of ethnographic research. Data collection - observation,
videotaping, interviewing. Triangulation. Reliability and validity of such
research.
Data Analysis and Presentation
• Statistical distributions. Correlations.
Recommended Resources
Wiersama, W. (2000). Research Methods in Education: An Introduction.
Boston: Allyn and Bacon
Hitchcock, G. & Hughes, D. (1989). Research and The Teacher. London:
Routledge.
Delivery
Lecture, small group discussion and practical exercises.
Assessment
Group assignment. Groups will be given a school-based scenario. Their
task is to develop a questionnaire and explain the rationale for why the
items they included would provide them with relevant data.
Individual assignment. Each participant must write an essay describing an
area they would like to explore in their schools and how they would go
about conducting such research.
Tutor
Dr Trivina Kang
43

DDM028 Marketing Strategy and Planning for Schools
Introduction
Marketing is a systematic and insightful process of thinking and planning
which is employed by businesses from all sectors including consumer,
business, global, non-profit and government sectors. This process is not
just limited to products and services as anything can be marketed – be it
ideas, events, organizations, places, personalities or even nations. As such,
in a competitive educational environment, educational practitioners are
increasingly recognizing the importance and contributions of education
‘marketization’. The introduction of such quasi-market (commercial)
mechanisms in education can lead to organizational effectiveness at an
aggregate level, as well as ‘user’ choice behavior at the individual level.
Creating a 'quasi-market' where commercial mechanisms are transferred
to the schools or educational institutions can unsettle resource allocation.
This is because users (or 'buyers') create demand for one school rather
than another, while establishments ('sellers') react by expansion,
contraction, or adjustment of costs and quality. Evidently, there is a
pressing need for educational practitioners to ascertain and understand the
internal value-generating processes of their stakeholders including
students, parents, teachers, directors and benefactors. In addition the
necessary skills and resources of the entire organization have to be
effectively combined and directed to provide high levels of delivered value
and satisfaction. These desired outcomes could result in remarkable
improvements in effectiveness and efficiency of schools - precisely the
benefits usually ascribed to ‘marketization’. Clearly, by offering a core
product or service it is not sufficient for schools to create sustainable
competitive and comparative advantages. These schools need to look for
other sources of developing such an advantage.
In this module, participants will be introduced to the varied and exciting
field of marketing. More importantly, it will provide insight into the
concepts and processes necessary to gain competitive advantage in the
educational marketplace. This process begins with researching the relevant
marketplace to understand its dynamics and to identify opportunities to
meet existing or latent needs. It involves segmenting the marketplace and
selecting those segments that the organization can satisfy in a superior
way, formulating strategies and refining it into a detailed marketing and
action plan, executing the plan, monitoring and evaluating the outcomes
and making further improvements. These issues will contribute significantly
to the participants’ overall education and improve their holistic thinking
abilities. The operative words for this course are Listen, Determine,
Comprehend, Learn, Interpret, Evaluate, Apply and Deliberate.
44

Learning Outcomes
By the end of this module, you should be able to:
• Understand and appreciate the importance of Marketing and its role in
the organization’s core processes,
• Understand the concepts and processes for gaining competitive
advantage through superior customer value,
• Understand the importance of forging collaborative relationships with
the stakeholders (including students and parents),
• Develop processes that enable the organization to continually learn
from students, parents, competitors and other sources is essential to
sustaining a competitive edge),
• Engage in decision-making, analyze marketing problems and suggest
appropriate courses of action.
• Understand the impact of the environmental aspects on the
organization.
Content
The content of this module will cover a broad range of traditional and
contemporary marketing concepts, theories and issues. The focus is
however on the practical applications of these marketing topics in the
school setting. They include:
• The role of marketing in the organization and society
• The marketing management process which involves situational
analysis; SWOT analysis; finding target market/s opportunities with
market segmentation; positioning; analyzing competition; developing a
marketing mix for the target market; developing a marketing plan;
implementation; and control.
• Gathering information for marketing decisions.
• Behavioral dimensions of the ‘consumer’ market, which includes
psychological and social influences.
• Marketing of services (including an introduction to the 7Ps of services
marketing, managing service providers, perceived service quality, and
customer satisfaction)
Resources
Recommended Textbooks: Kotler, P. (2000). Marketing Management,
Millenium Edition, Upper Saddle River, NJ : Prentice-Hall.
Bateson, J. (1999). Managing Service Marketing, 4 th ed., Fort Worth, TX:
Dryden Press
45

Delivery
Seminars, small group discussions and activities, journal articles or book
chapters review. Participants will also engage in independent learning
activities based on the self-directed study materials provided.
Assessment
Participants will be organized into small groups for a major assignment.
For this assignment, participants will be required to produce a marketing
plan based on a case study of an educational service organization. This
entails identifying and analyzing the organization’s marketing environment,
developing objectives, designing appropriate marketing strategies and
suggesting means to evaluate and control the recommended marketing
program.
Tutor
Dr. Jonathan W.P. Goh
46

DDM030 Coaching for Improved Performance
Introduction
One significant change in the Singapore school system is the way the
performance of school leaders and teachers is managed in the Enhanced
Performance Management System (EPMS). Now, the emphasis is on
setting targets, defining competencies to be developed and achieving
goals. This is to be achieved through a process of coaching. Moreover, we
would like our students to “own” their learning and be intrinsically
motivated in their studies. The philosophy, principles and tools in coaching
will also be very useful in this aspect.
In a school situation, there are many possible areas in which we can use
coaching (not exhaustive):
• Target setting, progress monitoring, goal achievement and review
• Staff development
• Team development and team learning
• Student academic performance and behaviour
This module examines what coaching is and how it is relevant in the school
context. It may not be able offer us quick answers. But hopefully, it will
generate good questions for us to reflect upon.
Content
• Coaching: the gist of it
• Coaching in the Learning Organisation context
• The good coach and the good learner
• Coaching and Performance Appraisal
• Practical aspects of coaching
Resources
References (compulsory)
• Ng, P. T. (2005). GROW ME! Coaching for Schools (second edition).
Singapore: Prentice Hall.
• Ng, P. T. (2005). The Learning School: Innovation and Enterprise.
Singapore: Prentice Hall.
47

Further Readings (if interested)
• Crane T. G. (1998). The Heart of Coaching: Using Transformational
Coaching to Create a High-Performance Culture. FTA Press.
• Landsberg M. (1996). The Tao of Coaching. Harper Collins.
• Whitmore J. (1992).
Publishing Ltd.
Coaching for Performance. Nicholas Brealey
Delivery
Lectures, discussions and group work
Assessment
3 pieces of reflection that can be put into your learning journal.
Tutor
Dr Ng Pak Tee
48

DDM032 Student Management and Discipline: A Proactive
Framework
Introduction to the module
Classroom management has the greatest effect on student learning (as
compared with other factors e.g. cognitive processes, home environment
and parental support, school culture, curriculum design, and school
demographics). Instruction cannot be effective if the students are not
managed. Teacher effectiveness surveys report that classroom
management skills are crucial and fundamental, and are of primary
importance in determining teaching success.
HOD leadership and guidance for teachers in establishing effective student
management and discipline policies and practices is essential. This module
provides a clear understanding of the fundamental theoretical
underpinnings of the strategies and methods commonly employed in
student management and discipline. Such awareness will serve to reinforce
effective management practices and empower HODs in helping their
teachers become good classroom managers.
Learning outcomes
On completion of this module, participants will be able to:
• discuss critically the relationship between classroom management and
student learning;
• describe the goals of classroom management;
• recognize that teacher is key to effective classroom management;
• describe and discuss the power bases of a teacher;
• describe and discuss the 3-dimensional discipline framework
– prevention, action, resolution;
• describe and discuss five main approaches to student management and
discipline:
Group Management, Assertive Discipline, Behavior Modification,
Logical Consequences, and Reality Therapy;
• develop an eclectic, proactive, and hierarchical model of student
management
and discipline
49

Content
• Classroom management and student learning
• Goals and domains of classroom management
• Teacher – key to effective classroom management
• 3-dimensional model of student management and discipline
• 5 main approaches to student management and discipline:
Group Management, Assertive Discipline, Behavior Modification,
Logical Consequences, and Reality Therapy;
• Elements of an eclectic model of classroom management
Resources
Edwards, C.H. (1993). Classroom Discipline and Management. Macmillan.
New York
Evertson C.M., Emmer E.T., Clements, B.S., Worsham, M.E. (1997).
Classroom Management for Elementary Teachers. Allyn & Bacon.
Singapore.
Jones, V.F. & Jones, L.S. (1995). Comprehensive Classroom Management.
Allyn & Bacon. Singapore.
Levin, J. & Nolan, J. (1996). Principles of Classroom Management, 2 nd
Allyn & Bacon. Singapore.
ed.
Martin, J. (1981). Models of Classroom Management. Detselig Enterprises
Ltd. Alberta
Wolfgang, C.H., & Glickman, C.D. (1996). Solving Discipline Problems.
Allyn & Bacon. London.
Delivery
Lectures, discussions, and small group work
Assessment
Assessment will be based on participation in and contribution to class
learning (20%) and small group presentation (80%).
Tutor
Dr Moo Swee Ngoh
50

DDM033 Programme Evaluation Fundamentals
Introduction to the module
Educators are increasingly called upon to demonstrate that they are
delivering effective programmes that lead to desired outcomes and
impacts. Yet, it is widely recognized that evaluation methods and
generated knowledge are under-utilized. This module begins with the how
and why of conducting and implementing educational evaluations. It aims
to equip school leaders with basic knowledge of evaluation essentials--
formulating questions, planning and conducting evaluations and using the
results. Participants will also be involved in small group discussions to
discuss strengths and weaknesses of current programme evaluations in
their schools.
Learning Outcomes
On completion of this module, you will be able to:
• Recognize the importance of ongoing programme evaluation
• Understand the programme evaluation cycle
• Plan basic evaluations
• Understand evaluation products and ways to communicate
findings
• Locate evaluation resources.
Content
This is an introductory course. The module focuses on:
• A framework for evaluation: overview, sample logic models and
evaluation plans
• Evaluation characteristics: actual case examples and strengths and
weaknesses of various approaches
• Conducting an evaluation: planning, selecting the design,
developing data collection instruments, conducting quantitative and
qualitative data collection
• Data analysis
• Reporting and using findings.
51

Recommended Resources
American Institutes for Research. (1999). An educator's guide to schoolwide
reform. Arlington, Virginia: Educational Research Service, 1999.
Bond, S. L., Boyd, S. E. and Rapp, K.A. (1997). Taking stock: A practical guide to
evaluating your own programs. (1997). Chapel Hill, N.C.: Horizon
Research, Inc.
http://www.horizon-research.com/reports/1997/stock.pdf
Ciccinelli, L.F. and Barley, Z. (1999). Evaluating for success. Aurora, CO: Mid
Continent Research for Education and Learning.
www.mcrel.org
Frechtling, J. and Sharpe, L. (Eds). (1997). User friendly handbook for mixed
method evaluations. Washington, D.C.: National Science Foundation.
http://www.ehr.nsf.gov/EHR/REC/pubs/NSF97-153/start.htm
Rossi, P. H., Freeman, H.E. and Lipsey, M.W. (1999). Evaluation: A systematic
approach. 6th. ed. Thousand Oaks, Ca: Sage. 1999.
Yap, K. and colleagues. (1999). Evaluating Whole-School Reform Efforts: A guide
for district and school staff. Portland, Oregon: Northwest Regional
Educational Laboratory.
http://www.nwrac.org/whole-school/index.html
Additional Web Resources
American Evaluation Association
http://www.eval.org
http://www.evaluationcanada.ca
Canadian Evaluation Society
The Evaluation Center at Western University, Kalamazoo, MI.
http://www.wmich.edu/evalctr/index.html
General Accounting Office
Rice Virtual Lab in Statistics
Seeing Statistics
Delivery
Mini-lectures, small group work, and discussions.
http://www.gao.gov
http://www.ruf.rice.edu/~lane/rvls.html
http://www.seeingstatistics.com/
Assessment
Assessment will be based on participation, an individual logic plan and the
choice of an individual essay or an evaluation plan.
Tutor
Dr. Jeanne Wolf
52

Annexe 1 School visits
Time is scheduled in the programme for regular visits to schools. During
these visits, you are required to take notes and to be in a position to
discuss your learning with both your colleagues and your tutor.
In each school visit, you will visit the one department that relates to your
specialism. Thus, if you are a head of mathematics, you will visit schools’
mathematics departments. The purpose of the visits is to seek information
from the HOD on a number of matters, to gather useful ideas, and to
analyse critically the way certain issues are handled in the department.
Your tutor will arrange ‘debriefing’ sessions. Your learning will be
assessable and will form part of the ‘core’ learning for the DDM.
While you may gain some useful ideas, these are not ‘appreciation’ visits,
but more an opportunity to set what you observe against the learning on
this programme and to analyse things critically.
The questions below are meant as a guide to indicate the sorts of issues
that might be covered. You must adapt them to suit the purposes of your
visits:
1a
(for primary schools only) How is interdisciplinary project work
assessed or how will it be assessed
1b (for secondary schools only) What valid and reliable IPW
assessment did you see in the school you visited and what are
some of the assessment issues yet to be resolved
2 How is professional development managed at the department
level
3 How is the head of department involved in conducting selfappraisal
using the School Excellence Model and how does he or
she relate this involvement to quality improvement at the
department level
5 How has the HOD built the Desired Outcomes of Education into his
or her departmental planning
6 What are some of the most difficult leadership problems the HOD
has encountered over the past couple of years and how has he or
she dealt with them
7 How does the HOD describe his or her leadership approach and
what are the reasons for employing that approach or style
53

Annexe 2 Referencing style guide
Acknowledging sources: lists of references
When preparing an assignment, report, essay or dissertation, you will need
to consult the published literature: books, journal articles, conference
reports, and other forms of writing. Your completed written work must
acknowledge the sources from which you have obtained your
information. It is important that you refer to any authors whose work or
ideas you have used, even if you do not quote or paraphrase their writing.
In order to maintain consistency in the National Institute of Education, this
guide is based on the style used in the Asia Pacific Journal of Education.
This document provides guidelines on how to cite (refer to) those sources
of information in your final text and how to compile a list of references.
What is a references list
A references list or section is a compilation of relevant works consulted
during the preparation of an essay, project or dissertation. It must include
all the publications quoted from or referred to in the text.
Why is it important
• To acknowledge debts to other writers.
• To demonstrate the body of knowledge upon which your research is
based.
• To enable all those who read your work to identify and locate your
sources easily.
How do you compile your list of references
Keep a list of the full details of every work consulted during your research.
For a book, the full details would include the authors’ names and initials,
year of publication, title, publisher, location of publisher, and the relevant
page numbers. You will see from the examples in the section entitled
Reference Lists: General Principles the items of information that must be
gathered about other forms of publication.
Index cards are useful for this process, as new items can be added into an
alphabetical sequence without much inconvenience. Alternatively, you can
keep a database on your computer.
How do you arrange the details
The list of references should be in alphabetical order.
Where several authors have the same surname, initials determine the
alphabetical sequence.
54

Where there are two or more works by the same author, the references to
that author should be arranged in chronological order.
Works by more than one author are entered under the name which first
appears on the title page and are listed after works written or edited
independently by this author.
Citations in the text
Citations within the text direct readers to the list of references at the end
of the text. The author’s surname, year of publication and page
number(s) should appear in the text. (While the usual requirement is to
provide page numbers only for a direct quote, you must get into the
discipline of showing page numbers to make it easy for the reader to locate
your source.) If the author’s name does not form part of the statement in
the text, put name, date and page number in brackets.
There is evidence (Smith, 1990: 23) that the statistical
analysis is unsound.
If the author’s name forms part of the statement, put the date and page
number in brackets:
Smith (1990: 23) has provided evidence that the
statistical analysis is unsound.
If there are two authors, the surnames of both separated by “&” should be
given before the date:
Evidence was provided that the statistical analysis was
unsound (Smith & Jones, 1990: 64).
In the above example, the ampersand (&) was used because the names
were inside the brackets. If they were in the text itself, you would use
“and”:
Smith and Jones (1990: 64) have provided evidence
that the statistical analysis was unsound.
In the first citation of a work with three to six authors, give the surnames
of all authors (order in which authors are given is that of the title page),
separating the names of the authors with commas, except the final two
names, which should be separated by “and”.
Smith, Jones and Lee (1990: 87-94) have provided
evidence that the statistical analysis is unsound.
If the names fell within the brackets, you would use “&” instead of “and”.
55

Subsequent references should be in abbreviated form, the surname of the
first author followed by et al.
Smith et al. (1990: 102) again questioned the analysis
and the authors’ interpretation.
For a work with six or more authors, give only the first author’s surname
followed by et al.
Secondary sources
Citing the work of one author found in the work of another.
Supporting evidence appears in a study by Black (cited
in Smith & Jones, 1990: 64).
You should acknowledge that you did not consult the original source; “cited
in” indicates that the references to Black’s study can be found in Smith &
Jones. Include only Smith & Jones in the list of references.
Articles in edited works
Cite under the name of the author(s) of the paper; not under the name of
the editor.
Works published in the same year by the same author
If an author has more than one publication in the same year, suffixes “a”,
“b”, etc are added to the year. Both date and letter are used in citing the
source.
Smith (1990a: 23) has provided evidence that the
statistical analysis is unsound.
Quotation marks
Quotation marks are used to enclose direct quotations from speech and
writing. Quotes of less than three lines can be included in the text.
Smith (1990: 23) concluded that “there was a
fundamental discrepancy in the original data”.
Do NOT use quotation marks for longer quotations. Quotes of more than
three lines should be separated from the text and indented.
Smith (1990: 23) claimed:
The original data was largely flawed because
inappropriate methodology had been used. The
researchers chose to employ a long and complex
questionnaire, to which there had been an insufficient
response. More appropriate would have been the use
56

of observational technique, which could have been
supported by semi-structured interviews.
Reference lists: general principles
The following examples (based on the Asia Pacific Journal of Education)
provide templates on which you can base your referencing. In some cases,
you may have to combine examples. Look carefully at what is italicised and
what is not, at where commas, full stops, commas and brackets are used,
and at the application of initial capitals to some titles but not others. There
are many referencing styles in use, as a glance at a range of journals will
show, but, for this programme, you must standardise your work according
to this guide. We show the order of details first, followed by an example.
Books
• Author
• Date of publication
• Title (italicised)
• Place of publication and publisher.
Claxton, G. (1990) Teaching to Learn. London: Cassell.
Rogers, C., Altman, F. & Daley, P. (1983) Schools at
Work. London: Bell and Howell.
Chapters in books
• Author of chapter
• Date of publication
• Title of chapter
• Editor, initials first (followed by Ed. Or Eds. in brackets)
• Title of book (italicised)
• Place of publication and publisher
Higginson, G. (1990) A levels and the future. In G.
Parry & C. Wake (Eds.) Access and Alternative Futures
for Higher Education (2nd Ed.). London: Hodder and
Stoughton.
Brown, J. & Armstrong, M. (1986) Transfer from junior
to secondary: The child’s perspective. In M. Youngman
(Ed.) Mid-schooling Transfer. Windsor: NFER, pp.23-
47.
Articles in journals
• Author(s) of article (surname first)
• Date of publication (in round brackets)
• Title of article
57

• Title of journal (italicised)
• Volume number
• Issue number (if any) in brackets
• Page number(s)
Hyland, T. (1993) Professional development and
competence-based education. Educational Studies, 19
(1), 123-132.
Putnam, J. & Lee, D. (1985) Applications of classroom
management research findings. Journal of Education
for Teaching, 11, 145-164.
Newspaper articles
• Name of author(s). (If no name given, miss this out, and start with
article title)
• Year (in brackets)
• Title of article
• Name of newspaper (italicised)
• Full date of publication
• Page number(s)
Lee, P. (1995) Mr Patten’s question paper put to the
test. The Guardian, Guardian Education, Tuesday, 8
June 1993, 2.
Thesis
• Author
• Date (brackets)
• Title (italicised)
• Thesis details (Ph.D., M.Ed. etc)
• University or institution
Blanchard, J.A. (1990) The Meaning of Curriculum
Development and the Role of the Outsider.
Unpublished doctoral thesis, University of
Southampton, School of Education.
Government circular
• Government Department
• Date (brackets)
• Title (italicised)
• Circular details
• Place of publication
• Publisher
58

Department of Education and Science (1989) The
Education Reform Act 1988: School Curriculum and
Assessment. Circular 5/89, London: HMSO.
Central Advisory Council for Education (England)
(1967) Children and Their Primary Schools. [Plowden
Report], London: HMSO.
Conference paper
• Author
• Year of conference
• Title of paper
• Paper presented at…insert details of conference, including location and
date
Peters, T. (1990) Reconceptualising research methods
in contemporary management. Paper presented at the
Australian Educational Administration Society annual
conference, Melbourne, April.
59

Annexe 3 Some tips on conducting
debriefing sessions
Your school visits and industrial attachments will accord you many
opportunities to pick up useful ideas but these ideas need to be framed in
a meaningful way. A successful debriefing of the visits will add meaning
and enhance the learning for each individual.
Debriefing is a thought process that helps you move through a cycle of
learning. It is important to consider the overall goals as well as
understand a basic flow that will help you gain the most from the learning
experience. You should schedule your debriefing session as soon as
possible after the visit and allow plenty of time. Planning for the debriefing
session is key to the debriefing process. Below are some tips to help you
experience a successful debriefing session.
1 Decide on the group structure for the debriefing. Depending
on the size of your group you might want to have small group
discussion before sharing with the larger group.
2 Initial discussion could focus on what happened. Give enough
time for all the group members to share all their observations.
Where patterns are observed, these should be noted. It would also
be useful to note when something didn’t happen even though you
expected it to happen.
3 After discussing what happened you could move on to discuss why
it happened.
4 Expand on the experience by discussing how the experience was
similar to/different from things that you have experienced yourself.
5 Encourage individuals to share major ah-ha’s with the group.
6 Explore ways in which the visit experience gels with concepts and
theories that you have picked up during the DDM course.
7 Consider how the points learned through the experience might be
applied to your own school situation.
60